Cosmopolitan education has been much theorized, discussed, and proposed, but what exactly might it look like and what specific processes might it involve? Cosmopolitanism's recognition of shared humanity and the subsequent entailment of democratic inclusion make explicit the moral and political nature of cosmopolitan education and philosophy. As an ethico-political process, existing political and ethical processes can be brought to bear on its educational manifestations. The political concepts of epistemological restraint, discourse ethics, and agonistic pluralism are offered as models for cosmopolitan education in agonistic morality: epistemological restraint is used to address the need for the prioritization of moral inquiry over moral belief; discourse ethics addresses the necessity of inclusive and democratic dialogue; and agonistic pluralism reframes the effects of pluralism in educational and moral inquiry. All three combine to form a process of cosmopolitan education in agonistic morality.